Developing of The Continuing Professionalism Development (CPD) Policy for Teachers in Islamic School (Madrasah): Learning From Finland

摘要

Teacher Continuing Professional Development (CPD) is the mandate of the law to improve the quality of education in Indonesia coupled with the provision of professional allowances. The CPD has not been running ideal. The teacher still positions himself to wait for the professional development program from the government. The teacher has not positioned himself as an active subject in improving his professional competence. Finland is a model that can be used as an example in developing CPD. From the essence of CPD, Finland can be a leading country in education. They make CPD as an instrument designed since the period of education of prospective teachers and integrating CPD work with institutional functions of higher education. Madrasah teachers are an important subject to be considered in implementing CPD policies. They became one of the groups of teachers who helped bridge the development of education and at the same time were obliged to maintain the moral and moral character of the students religion. Several studies show that this group of teachers is at the lower level of the teacher strata in Indonesia. Starting from the education qualification mismatch with the subject matter to the low competencies they have.